Giáo án Tiếng Anh 4 - Week 2 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 2 - Năm học 2024-2025

1. Week: 02 Date of planning: 14/09/2024 Period: 05 Date of teaching: 16/09 – 20/09 UNIT 1: MY FRIENDS Lesson 1 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative knowledge & contexts (pictures) in which pupils ask and answer questions about skills where someone is from; - correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 10 - Audio tracks 6, 7 - Teacher’s guide: Pages 17, 18, 19 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and PROCEDURE say – Let’s talk – Fun corner and wrap-up Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes
2. Greet the class. Option 1: Whole - Spend a few minutes revising the previous lesson by class/ having pupils sing the song on page 7 and clap hands Individual or do actions. work Option 2: - Elicit that there are many countries around the world. Whole - Ask pupils to name as many countries as they know. class/ Individual work EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from. b. Input – Context a: Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from? Mary: Hello, Minh. I’m Mary. I’m from America. – Context b: Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from? Ben: Hi, Lucy. I’m Ben. I’m from Australia. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from. d. Step 1: Ask pupils to look at Picture a and identify the Whole Procedure characters. Ask Who is he / she?, Where is he / she? class/ Step 2: Draw pupils’ attention to the question Where Individual are you from? and the answer I’m from America. work Explain that they are used to ask and answer questions about where someone is from. Step 3: Play the recording and encourage pupils to point at the characters while listening. Step 4: Play the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary. Step 5: Repeat Steps 1 to 4 for Picture b. Extension: Invite a few pairs of pupils to act out the Pair work
3. conversations in front of the class. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes a. Goal To correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from. b. Input – Picture cues: a. Lucy holding the British flag b. Linh holding the Vietnamese flag c. Mary holding the American flag d. Ben holding the Australian flag – Speech bubbles: Where are you from? – I’m from _____. Audio script: a. Britain b. Viet Nam c. America d. Australia a. A: Where are you from? B: I’m from Britain. b. A: Where are you from? B: I’m from Viet Nam. c. A: Where are you from? B: I’m from America. d. A: Where are you from? B: I’m from Australia. c. Outcome Pupils can correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from. d. Step 1: Ask pupils to look at Pictures a, b, c, and d and Whole Procedure identify the characters, the flags and the names of the class/ countries. Individual Step 2: Play the recording for pupils to listen to and work repeat the words under the pictures in chorus and individually until they feel confident. Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times.
4. Step 4: Repeat Step 3 with Pictures b, c, and d. Then have pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. Step 5: Invite a few pairs to point at the pictures and Pair work ask and answer questions about where someone is from. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. b. Input – Picture cue: four pupils at a campsite, holding their national flags – Speech bubbles: Where are you from? – _____. c. Outcome Pupils can enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. d. Step 1: Draw pupils’ attention to the picture. Ask Whole Procedure questions to help them identify the context (see Input). class/ Step 2: Elicit the answer in the speech bubble and Individual write it on the board. Get pupils to say the completed work sentences. Step 3: Put pupils into pairs to practise the exchanges. Pair work Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to point at the pictures and ask and answer questions about where the pupils are from. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Lucky number game (ppt) Group - Divide the class into 3 teams. work - Pupils from each team choose a number (or throw sticky balls on the grid to choose the number), then have 2 pupils from each team ask and answer with the
5. picture behind that number. - Pupils or teacher click the flag to reveal the icons indicating the points for that team. - After 9 numbers, the team with the most points is the winner. Option 2: - Divide the class into 3 teams. - Each team has 1 sticky ball. Group work - Play the music, pupils in each team take turns to pass the ball. When the music ends, 3 pupils holding the ball stand up and say the name, using the sentence model. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? Whole (Use the words America, Australia, Britain and Viet class Nam and the model Where are you from? – I’m from to say where someone is from.) 2. What are the core values of the lesson? (Proud of our country; Respect others’ countries) * Preparation for the project: Tell pupils about the project on page 15. Ask them to prepare for it at home by choosing two pupils in the unit and making pupil cards for them. Remind pupils to bring their cards to the class for the Project time in Lesson 3, Activity 6. Week: 02 Period: 06 UNIT 1: MY FRIENDS Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which pupils knowledge & ask and answer questions about where someone is from and number the skills correct pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues;
6. - sing the song Where are you from? with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 11 - Audio tracks 8, 9 - Teacher’s guide: Pages 20, 21 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and PROCEDURE read – Let’s sing – Fun corner and wrap-up Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Invite a few pairs of pupils to come to the front of class/ the class to ask and answer questions about where they Individual are from, using Where are you from? – I’m from work _____. - Ask pupils to open their books at page 11 and look at Unit 1, Lesson 1, Activity 4. Option 2: - Have pupils look at a picture of a boy. Draw pupils’ Whole attention to the Big Ben Tower in the background. Ask class/ Where are you from? Pupils look at the background Individual then guess the country (Britain) and answer the work question. Encourage pupils to use full sentence I’m from _____. to answer - Repeat with 3 more pictures.
7. PRACTICE Activity 4. Listen and number. 5 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures. b. Input Picture cues: a. Minh from Viet Nam b. Ben from Australia c. Mary from America d. Lucy from Britain Audio script: 1. A: Hi. Where are you from? B: Hi. I’m from Australia. 2. A: Hello. Where are you from? B: Hi. I’m from Britain. 3. A: Where are you from? B: I’m from America. 4. A: Where are you from? B: I’m from Viet Nam. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures. Key: 1. b 2. d 3. c 4. a d. Step 1: Draw pupils’ attention to the pictures and ask Whole Procedure questions such as Who is he / she? and Where’s he / she class/ from? Remind them to look at the flags while listening. Individual work Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and number the pictures. Step 3: Get pupils to swap books with a partner to Pair work check their answers before checking as a class. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence Whole by sentence, for pupils to listen and repeat in chorus. class/ Correct their pronunciation where necessary. Individual work
8. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped sentences and two gapped exchanges with the help of picture cues. b. Input Four picture cues, two gapped sentences and two gapped exchanges to complete c. Outcome Pupils can complete two gapped sentences and two gapped exchanges with the help of picture cues. Key: 1. Viet Nam 2. from America 3. Where; Britain 4. from; from Australia d. Step 1: Model gapped Sentence 1 as an example. Have Whole Procedure pupils read the sentence and guess the missing word. class/ Then draw pupils’ attention to the picture (the flag) Individual work and elicit the name of the country that can be used to fill in the gap (Viet Nam). Step 2: Give pupils time to do the task independently. Individual Go around the classroom to offer help where work necessary. Step 3: Get pupils to swap books with a partner and Pair work check their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. Whole class/ Pair Step 4: Invite one pupil to read aloud Sentences 1 and work 2 and a pair of pupils to act out Exchanges 3 and 4 in front of the class. Correct their pronunciation where necessary. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song Where are you from? with the correct pronunciation, rhythm and melody. b. Input The lyrics and the recording of the song Where are you from?
9. c. Outcome Pupils can sing the song Where are you from? with the correct pronunciation, rhythm and melody. d. Step 1: 1: Draw pupils’ attention to the title and lyrics Group Procedure of the song. Encourage them to point at the picture to work/ Pair reinforce their understanding. work Step 2: Have pupils read the first verse of the lyrics. Explain that Minh is from Viet Nam. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it, line by line while clapping their hands. Step 3: Repeat Steps 1 and 2 for the other verses. Pair work Explain that Minh asks Lucy, Mary and Ben where they are from and each of them answers. Check comprehension and give feedback. Step 4: Ask pupils to listen to and sing the whole song Group while clapping their hands. Go around the classroom work/ Pair and offer help where necessary. work Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap to reinforce the activity. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky numbers Group work - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose a number and answer the question. - The team that has more points is the winner. Pair work Option 2: Board Game - Put pupils into pairs. - Give pupils the handouts (attached below). - Pupils take turns to roll the dice and move their piece according to the number of dots on the dice. Pupils say the sentence I’m (name). I’m from (country) according to the information inside the grid. - The pupil who reaches the Finish box first is the winner.
10. Week: 02 Period: 07 UNIT 1: MY FRIENDS Lesson 2 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative knowledge & contexts (pictures) in which pupils ask and answer questions about skills where someone is from; - correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. Competences - Communication and collaboration: work in pairs and groups to
11. complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 12 - Audio tracks 10, 11 - Teacher’s guide: Pages 22, 23, 24 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and PROCEDURE say – Let’s talk – Fun corner and wrap-up Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Option 1: Group - Invite four groups of pupils to the front of the class to work take turns singing the song Where are you from? Each group sings one verse of the song. The class sings along and claps hands. - Ask pupils to open their books at page 12 and look at Unit 1, Lesson 2. Tell pupils what they will learn in this lesson. Option 2: - Review vocabulary Game: Role play Pair work - Call 2 pupils for each turn to come to the board. - One pupil holds up a flag picture and asks Where are you from?, the other looks and answers the questions. - Do the same with some more pairs. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes
12. a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from. b. Input – Context a: Linh: Who’s that? Lucy: It’s my new friend. Linh: Where’s she from? Lucy: She’s from Japan. – Context b: Minh: Who’s that? Ben: It’s my new friend. Minh: Where’s he from? Ben: He’s from Singapore. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from. d. Step 1: Ask pupils to look at Pictures a and b and Whole Procedure identify the characters. Check comprehension. class/ Individual Step 2: Ask pupils to look at Picture a. Play the work recording for them to listen and familiarise themselves with the characters’ voice. Play the recording again, sentence by sentence, for pupils to listen and repeat. Correct their pronunciation where necessary. Step 3: Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the class to Pair work listen to and act out the exchanges. Draw pupils’ attention to the questions Where’s she from? and Where’s he from?, and the answers She’s from Japan. and He’s from Singapore. Explain that they are used to ask and answer questions about where someone is from. Extension: Nominate pairs of pupils to act out the exchanges. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes
13. a. Goal To correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from. b. Input – Picture cues: a. a boy with the Singaporean flag b. a boy with the Malaysian flag c. a girl with the Thai flag d. a girl with the Japanese flag – Speech bubbles: Where’s he / she from? – He’s / She’s from _____. Audio script: a. Singapore b. Malaysia c. Thailand d. Japan a. A: Where’s he from? B: He’s from Singapore. b. A: Where’s he from? B: He’s from Malaysia. c. A: Where’s she from? B: She’s from Thailand. d. A: Where’s she from? B: She’s from Japan. c. Outcome Pupils can correctly say the words and use Where’s he / she from? - He’s / She’s from _____. to ask and answer questions about where someone is from. d. Step 1: Ask pupils to look at Picture a and identify the Whole Procedure boy, the flag and the name of the country. Play the class/ recording for pupils to listen to and repeat the word Individual under the picture in chorus and individually until they work feel confident. Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing words. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant pictures when they are repeating. Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. Go around the classroom and offer help where necessary. Pair work Step 4: Invite a few pairs to act out the exchanges in front of the class
14. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Questions & answers PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. b. Input – Picture cue: four pupils at a campsite, standing in front of their tents with their national flags – Speech bubbles: Where’s he / she from? – _____. c. Outcome Pupils can enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. d. Step 1: Ask pupils to look at the picture and identify Whole Procedure the characters. Ask Who can you see? Where are they class/ from? Remind pupils that Where’s he / she from? – Individual _____. are used to ask and answer questions about work where someone is from. Check comprehension. Step 2: Give pupils time to work in pairs and take turns saying the role of each character in the picture. Remind Pair work them to look at the flags on the tents to identify where the pupils come from. Step 3: Invite a few pairs to come to the front of the classroom and act out the roles. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Angry birds Game Group - Divide the class into 2 teams: Boys and Girls. work - Pupils take turns to choose the numbers and answer the questions. - They look at the pictures and answer the questions. If they have the correct answers, they get the points for their teams. If the answer is not correct, the other team answers and gets points. Option 2: Slap the board game - Divide the class into two or three teams. Group
15. - Teacher sticks a set of pictures or words on a board. work - A pupil from each team comes up to the board with fly swatters. - They listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team. - The team with the most points is the winner. Option 3: - Ask students to answer the following questions: What have you learnt from the lesson today? (correctly say the words and use Where’s he/ she from? – He’s/ She’s Whole from _____. to ask and answer about where someone class comes from.) Week: 02 Period: 08 UNIT 1: MY FRIENDS Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand two communicative contexts in which pupils knowledge & ask and answer questions about where someone comes from and tick the skills correct pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues; - revise the target vocabulary items through the game Find someone who is from Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 13 - Audio track 12
16. - Teacher’s guide: Pages 24, 25, 26 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDURE Let’s play – Fun corner and wrap-up Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Option 1: Whole class/ - Greet the class, then spend a few minutes revising the Individual previous lesson by inviting a few pairs of pupils, work holding flag flashcards to ask and answer questions about where they or their classmates are from, using Where are you from? – I’m from _____. and Where’s he / she from? – He’s / She’s from _____. - Ask pupils to open their books at page 13 and look at Unit 1, Lesson 2, Activity 4. Option 2: Whole class/ - Have pupils look at some symbols of some countries Individual they have learnt. Pupils look at the pictures then guess work the country and answer the question. - Repeat with 7 more countries. PRACTICE Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts in which pupils ask and answer questions about where someone comes from and tick the correct pictures. b. Input Picture cues: 1a. a boy and the Malaysian flag 1b. a boy and the Singaporean flag 2a. a girl and the Thai flag 2b. a girl and the Japanese flag Audio script: 1. A: Who’s that? 2. A: Who’s that?
17. B: It’s my new friend. B: It’s my new friend. A: Where’s he from? A: Where’s she from? B: He’s from Malaysia. B: She’s from Thailand. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about where someone is from and tick the correct pictures. Key: 1. a 2. a d. Step 1: Ask pupils to look at Pictures 1a and 1b and Whole Procedure identify the characters. Ask Who’s he? and Where’s he class/ from? Draw their attention to the flags to answer the Individual work questions. Check comprehension. Step 2: Play the recording of the first dialogue for pupils to listen and tick the correct box. Play the recording again for pupils to check their answers. Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Pair work Correct the answers if necessary. Extension: If time allows, play the recording, sentence by sentence, for the class to listen to and repeat the Whole dialogues. Correct pronunciation if necessary. class e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped sentences and two gapped exchanges with the help of picture cues. b. Input Four picture cues, two gapped sentences and two gapped exchanges to complete c. Outcome Pupils can complete the four gapped exchanges with the help of picture cues. Key: 1. Japan 2. from Singapore 3. Where’s; from Thailand 4. he from; He’s from
18. d. Step 1: Model the first gapped exchange as an example. Whole Procedure Have pupils read the exchange and guess the missing class/ word. Then draw pupils’ attention to the picture and Individual work elicit the name of the country that can be used to fill in the gap (Japan). Step 2: Give pupils a time limit to read the gapped exchanges 2, 3 and 4, look at the pictures and fill in the gaps independently. Go around the classroom and give further support to pupils who find it difficult to do the task. Pair work Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Invite one pupil to write the answers on the board. Extension: Invite four pairs of pupils to act out the completed exchanges in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To revise the target vocabulary items through the game Find someone who is from b. Input - A picture showing how to play the game - Sets of flash cards, each of which consists of five flash cards with target vocabulary items (e.g. Australia, Thailand, Japan, Britain, Malaysia) c. Outcome Pupils can revise the target vocabulary items learnt in Lessons 1 and 2 through the game Find someone who is from d. Step 1: Tell pupils that they are going to revise the Individual Procedure target vocabulary items they have learnt in Lessons 1 work/ and 2. Explain how the game is played. Check Whole comprehension. class Step 2: Divide pupils into groups of six and give each Group group a set of five flashcards. One player in each group work points to the other players and asks Where are you from? The other players take turns looking at the flash cards and answering (e.g. I’m from Britain.). If the player has the correct answer, he / she gets a point / star. If the answer does not match the flash card, he / she will be out. Step 3: The game ends when all the flashcards are gone.
19. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game “Among us” Group - Teacher divides the class into 2 teams (boys and girls). work - Each team takes turns to choose a Among us and answer the question. - The team that has more points is the winner. Option 2: Role-play - Put pupils in groups. Group work - Pupils take on the identity of someone from another country to practise introducing and sharing about traditional costumes, countries and national languages ‘Konichiwa! I’m from Japan. I’m wearing a Kimono ’ - Pupils vote for the best introduction in groups.